3:00 pm on Oct. 7 (Mon) 2013

Place: 001 of Graduate Building 

  

The title is Writing: texts, writers and readers   

 

Writing: texts, writers and readers   

Writing has been a central topic in applied linguistics for over half a century is a central area of teaching and research.  Yet teachers often feel they have limited choices and have to teach writing using either ‘product’ or ‘process’ methods, but I want to show that the options are wider than this and the opportunities more interesting and productive. In this presentation I will explore the main approaches to teaching and researching writing.  Making a broad distinction between approaches concerned with texts, with writers and with readers, I will show what each approach offers and neglects and what each means for teachers, examining what the research tells us and what this means for classroom practice.  I argue that this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated.  My own bias is towards reader-oriented theories of writing and I will use some of my own research to illustrate what this approach contributes to our understanding of writing and the advantages it offers in the classroom.

 

 

Dr. Ken Hyland’s primary research interests lie in written discourse analysis, particularly in academic context. These interests are closely connected with his work in developing the academic literacy of graduate students and in teacher education. He is currently Director of the Centre for Applied English Studies at The University of Hong Kong where he holds a personal chair in Applied Linguistics. He currently co-editor of Applied Lingusitics, an Honorary Professor at the University of Warwick and a Foundation Fellow of the Hong Kong Academy of the Humanities. His most recent research interests are on academic identity and academic publishing. He published a book on the first with CUP in 2012 and is now working on the second.

 

⦁ Books

Hyland, K. (In press). Disciplinary identities: Individuality and community in academic writing. Cambridge: Cambridge Applied Linguistics.

Hyland, K. (2009). Teaching and researching writing (2nd ed.). London: Longman

Hyland, K. (2009). Academic discourse. London: Continuum.

Hyland, K. (2006). English for Academic Purposes: An advanced resource book. London: Routledge.

Hyland, K. (2005). Metadiscourse. London: Continuum.

Hyland, K. (2004). Genre and second language writing. Ann Arbor, MI: University of Michigan Press.

Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. Ann Arbor, MI: University of Michigan Press.

Hyland, K. (2003). Second language writing. New York: Cambridge University Press.

Hyland, K. (2002). Teaching and researching writing. London: Longman.

Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London: Longman.

Hyland, K. (1998). Hedging in scientific research articles. Amsterdam: John Benjamins.

 

⦁ Journal Articles & Book Chapters

Hyland, K. (2013). Written academic English. In D, Biber & R. Reppen, The Cambridge handbook of English corpus linguistics. Cambridge: Cambridge University Press.

Hyland, K. (2013). Dialogue, persuasion and community in research writing. In M. Luz Gil-Salom & C. Soler-Monreal (Eds.). Interpersonality in written specialised genres. Amsterdam: John Benjamins.

Hyland, K. (2013). When to be Egotistical? Identity, writing and first person pronouns. In K. G. Tomaselli (Ed.), Making sense of research: theory, practice and relevance. Johannesburg: Pearson Education.

Hyland, K. (2013). Academic literacy in the new Hong Kong university curriculum. In D. Conium (ed.). Developments in English language education and assessment: Hong Kong and China. London: Springer.

Hyland, K. (2013). Individuality or conformity? Identity in personal and university academic homepages. Computers and Composition. 29, 309–322

Hyland, K. (2013). Writing in the university: education, knowledge and reputation. Language Teaching. 46(1), 53-70, DOI: http://dx.doi.org/10.1017/S0261444811000036

Hyland, K. (2013). ESP and writing. In B. Paltridge & S. Starfield (Eds.) The handbook of English for specific purposes (pp. 95-114). Oxford: Wiley-Blackwell.

Hyland, K. (2013). Teaching language for academic purposes. In C. Chappele (Ed.) The encyclopaedia of applied linguistics. Oxford: Wiley-Blackwell.

Hyland, K. (2013). Genre and discourse analysis in language for specific purposes. In C. Chappele (Ed.), The encyclopaedia of applied linguistics. Oxford: Wiley-Blackwell.

Hyland, K. & Tse, P. (2012). She has received many honours: Identity construction in article bio statements. Journal of English for Academic Purposes, 11, 155–165

Hyland, K. (2012). Bundles in academic discourse. Annual Review of Applied Linguistics, 32, 150-169.

Hyland, K. (2012). Undergraduate understandings: stance and voice in Final Year Reports. In K. Hyland & C. S. Guinda. (Eds.) Stance and voice in academic writing. London: Palgrave-MacMillan

Hyland, & Tse, P. (2012) Hooking the Reader: A Corpus Study of Evaluative That in Abstracts. In D. Biber & R. Reppen (Eds.), Sage benchmarks in language and linguistics: Corpus linguistics (vol 2): Grammar (pp. 47-66). Thousand Oaks, CA: SAGE Publications.

Hyland, K. (2012) The past is the future with the lights on: Reflections on AELFE’s 20th birthday. Iberica. 4, 9-22.

Hyland, K. (2012). Academic discourse. In K. Hyland, M. H. Chau & M. Handford (Eds.), Corpus applications in applied linguistics (pp. 30-46). London: Continuum.

Hyland, K. & Hyland, F. (2012). “You could make this clearer": Advice in teachers’ feedback on writing. In H. Limberg & M. A. Locher (Eds.) Advice in discourse (pp. 53-71). Amsterdam: John Benjamins.

Hyland, K. (2012). EAP and discourse analysis. In J. P. Gee & M. Handford (Eds.) Routledge handbook of discourse analysis (pp. 412-423). London: Routledge.

Hyland, K. (2011). The presentation of self in scholarly life: identity and marginalization in academic homepages. English for Specific Purposes 30(4), 86-297.

Hyland, K. (2011). Writing in the university: education, knowledge and reputation. Language Teaching, 46(1), 53-70.

Hyland, K. (2011). Academic discourse. In K. Hyland, & B. Paltridge, (Eds.) Continuum companion to discourse analysis (pp. 171-184). London: Continuum.

Hyland, K. (2011). Looking through corpora into writing practices. In G. Barnbrook, S. Zyngier & V. Viana (Eds.), Current perspectives on corpus linguistics (pp. 99-113). Amsterdam: John Benjamins.

Hyland, K. (2011). EAP and Discourse analysis. In J. P. Gee & M. Handford (Eds.), Routledge handbook of discourse analysis (pp 412-423). London: Routledge.

Hyland, K. (2011). Projecting an academic identity in some reflective genres. Iberica, 21, 9-30.

Hyland, K. (2011). Welcoming ot the machine: thoughts on writing for scholarly publication. Journal of Second Language Teaching and Research. 1(1), 58-68.

Hyland, K. (2011). Learning to write: Issues in theory, research, and pedagogy. In R. M. Manchón (Ed.) Learning to write and writing to learn in an additional language (pp. 17-35). Amsterdam: John Benjamins.

Hyland, K. (2011). Disciplines and discourses: Social interactions in the construction of knowledge. In D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne, & L. Yousoubova (Eds.), Writing in the knowledge society (pp. 193-214). West Lafayette, IN: Parlor Press and The WAC Clearinghouse.

Hyland, K. (2011). Corpora and EAP: Specificity in disciplinary discourses. S. Goźdź-Roszkowski, (Ed). Explorations across Languages and Corpora (pp. 317-334). Łódź Studies in Language. Frankfurt am Main. Peter Lang.

Hyland, K. (2011). Disciplinary specificity: discourse, context and ESP. In A. Johns, B. Paltridge, & D. Belcher (Eds.), New Directions in ESP (pp. 6-24). Ann Arbor, MI: University of Michigan Press.

Hyland, K. (2011). Genre in teaching and research: an approach to EAP writing instruction. In L.-T. Li, W.-C. Chuang, W.-L. Tsai & T.-T. Chiang, (Eds.) English education and English for specific purposes (pp. 1-18). Taipei: Shih Chien University Press.